Experts Matter. Find Yours.

Your First Week as an International Student in Canada

Canada is one of the world’s leading study destinations, due to its high quality of education, diverse culture, and overall quality of life. Each year, the country welcomes thousands of international students and sets them on a path to academic and personal success. Whether you have just started researching options on where to study or have already been accepted into a Canadian university of your choice, this article will serve as a handy guide for what to expect during your first week in Canada as an international student. In this article: Getting settled in Following quarantine protocol Financial basics for international students Registration at your university Familiarizing yourself with the neighbourhood and campus Getting connected Understanding student life Getting settled in Once you’ve completed your landing formalities at the airport, you are ready to get started on your exciting journey as an international student in Canada. The first item on your agenda will be getting settled into your new accommodation or temporary quarantine location. You can use ride-sharing services like Uber or Lyft or ask a friend or relative to pick you up at the airport and take you to your accommodation. Note: Due to quarantine restrictions, all international travellers landing in Canada are required by law to go directly to their accommodation or quarantine location, without making any stops on the way. As an international student, you will need to secure accommodation (at least on a temporary basis) prior to your arrival in Canada. You can choose to live either on- or off-campus, depending on your budget and requirements. If you haven’t been able to secure accommodation on-campus, there are plenty of other housing options available for international students. Following quarantine protocol The Canadian government has recently eased border restrictions for fully vaccinated travellers, including international students. All international students, regardless of vaccination status, must have a quarantine plan in place and need to follow quarantine protocol as per the Government of Canada ArriveCAN app (this is unrelated to the Arrive app for newcomers). Fully vaccinated students are now exempt from most mandatory quarantine requirements. However, in addition to the pre-arrival COVID-19 (Coronavirus) test, you will also be required to take another COVID test upon arrival in Canada and must quarantine until a negative test result is received. International students who are NOT fully vaccinated will be required to: Take a COVID test immediately after arrival, Book a three-day stay at a government-approved hotel, where they must remain in quarantine until they obtain a negative result to their first post-arrival COVID test. You may leave the hotel as soon as the result comes in, without having to wait the full three days, and go to your personal quarantine location. Get a second post-arrival COVID test on day 8 before exiting their quarantine on day 15. Tip: Your Designated Learning Institution (DLI) may have a quarantine protocol in place for international students. Before arranging short-term accommodation for your first few days in Canada, check if your DLI will be making quarantine arrangements in an on-campus dorm. Financial basics for international students As an international student in Canada, there are some essential financial basics you will need to complete in your first few days here. You might be able to begin some of these tasks during your quarantine period to get a head start on your checklist. Obtaining a SIN If you plan to work part-time while you study in Canada, you will require a Social Insurance Number (SIN). Depending on the airport you land in and your time of arrival, you may be able to get your SIN at the airport. If you are unable to obtain a SIN at the airport, you have the option to apply online or by mail. Opening a bank account Use your quarantine period to explore the different banking options and offers available for international students. As an international student, you want a trusted partner who understands your banking needs and is committed to newcomer success. Some banks (like RBC) are currently allowing international students to open student bank accounts remotely while in quarantine. To open a student bank account with RBC, you will require the following documents: Your passport Student permit (IMM 1442) or Temporary Resident Visa (TRV) Proof of enrollment (optional, good-to-have) Social Insurance Number (SIN) or proof of residence (optional, good-to-have) Information: Book an appointment with an RBC Advisor to get answers to your questions about student banking, and to learn more about opening an RBC student bank account remotely while in quarantine. Getting a credit card Having a good credit score is essential for financial success in Canada. As an international student, you may need a credit score for accommodation rental or lease application, or a car loan. Getting a credit card is your first step towards building a good credit history in Canada. Credit cards are a convenient option for making payments, without having to carry cash. Unlike a debit card, a credit card allows you to make purchases first and pay later. However, credit cards typically have very high interest rates, and late payments can result in high penalties. Make sure you speak with your banking advisor to have a good understanding of how your credit card works before signing your contract. You can gradually build your credit history by paying off your credit card bills on-time and in full. Creating a budget A good budget can help you plan your expenses, save money for the future, and prevent financial worries as you study in Canada. As an international student, your biggest expense aside from tuition fees will likely be accommodation. In addition, you will also need to budget for utilities, transportation, food, groceries, phone and internet expenses, furniture, insurance, and entertainment. It is also a good practice to set aside a small sum each month for emergency expenses. Tip: The cost of living in Canada may be very different compared to your home country. The Arrive Monthly Expenses Calculator can help you estimate and plan your monthly budget in Canada. Registration at your university With quarantine and social distancing considerations in place, the registration and course enrollment process at your university might be fully or partially virtual. Check your university website or contact your university to get information about your semester timetable, the dates and process for class registration, and getting a student card. You can also sign up for the International Student Identity Card (ISIC) for special discounts from featured partners in Canada. Many universities in Canada are offering a mix of virtual and in-person classes, and your class schedule may vary depending on the course you’ve enrolled in. Sign up for orientation classes to prepare for your academic journey. Familiarizing yourself with the neighbourhood and campus You will likely be spending a lot of time in and around your campus. Walk around your campus and new neighbourhood (if you are living off-campus) to familiarize yourself with the area. Review your campus map or ask around to locate the gym, health services, library, dining hall, class buildings, restaurants, and grocery stores. Don’t hesitate to check if the stores or restaurants you visit offer discounts to students. Most cities in Canada have an extensive public transportation network. Whether you plan to commute to campus or explore the neighbourhood, the public transit system can be a convenient way of getting around. Learn about the transit system in your city, get a transit pass, and start exploring. Information: Get to know more about public transportation in key Canadian cities through our Getting Around article series for Toronto, Ottawa, Edmonton, Montreal, Calgary, Vancouver, and Winnipeg. Getting connected With “virtual” becoming the norm in student life, staying connected to your friends, family, and university will likely be on your list of essentials. In Canada, you have the option of choosing between a pay-as-you-go (prepaid) or postpaid phone plan. However, since postpaid plans typically require a credit check, most international students start with a prepaid phone service. Some carriers also allow you to purchase a prepaid SIM card online and have it delivered to your address. International students living on-campus typically have internet access through their local Wi-Fi network. If you are living off-campus, you may need to sign up for an internet service. The cost of a monthly internet plan typically ranges between $50 to $80 CAD, depending on the provider and plan. Do your research on comparative costs, offers, and typical usage limits, before selecting a phone and internet provider. Understanding student life Student life in Canada is about more than just academic success. Take the time to meet your new classmates, either in-person or virtually, to forge new connections and friendships. Many universities have on-campus student groups where you might find people with similar interests or backgrounds. Most academic institutions will be offering a mix of virtual and in-person classes in the coming semesters. Use your first week to ensure that you’re all set up for online learning, technology-wise, to avoid interruptions in classes later. Once you have your course timetable, keep your schedule in mind while planning extracurricular activities, such as socializing, sports, exercising, exploring the city, or working part-time. Working part-time can not only bring in extra income but can also help you build skills, grow your network, and explore future career opportunities. If your study permit allows you to work part-time as an international student, evaluate how many hours you might reasonably be able to work, without impacting your academic success. Your first week as an international student in Canada may seem overwhelming at first as you get the basics in place. But with some prior research and planning, you will be able to settle into your new schedule, make the most of your student life, and set yourself up for long-term success. The Arrive mobile app is your essential companion to prepare for and navigate life as an international student in Canada. Whether you’re just exploring study options in Canada or are getting ready for your move, you’ll get the information and resources you need, when you need them, all in one place. Original article located here, published by Arrive.

Working while studying in Canada: What you need to know

Working during your studies in Canada can be a great way for international students to gain experience, make new connections in Canada, and earn extra money to pay the bills (or treat yourself to something special!). However, there are some restrictions on who can work while studying in Canada and what types of work they can do. Here’s what you need to know before you start your job search. Who can work while studying in Canada It’s important to make sure you qualify to work while studying in Canada before starting a job because, if you do so without qualifying, you could be asked to leave Canada. Your study permit will include information about whether you’re able to work on- or off-campus. International students can work on-campus without a work permit if they meet all of these requirements. (Note that you must stop working on campus the exact day your full-time study ends.) 1. You are a full-time post-secondary student at either: a public post-secondary school, a private college-level school in Quebec that’s at least 50 per cent funded by government grants, or a Canadian private school that can legally award degrees under provincial law. 2. You have a valid study permit. 3. You have a Social Insurance Number (SIN) International students can work off-campus without a work permit if they meet all the following requirements. (Note that you can only start work in Canada once your study program officially begins.) You’re a full-time student at a Designated Learning Institution (DLI) You’re enrolled in either a post-secondary professional, vocational, or professional training program or a secondary-level vocational training program (Quebec only) You’re in a study program that’s at least six months long and leads to a degree, diploma, or certificate You’ve already started studying You have a Social Insurance Number (SIN) If you’re a part-time student, you must meet all of the above requirements and only be studying part-time because you’re in the last semester of your program and don’t need a full course load to complete it. Types of work permitted On-campus work On-campus work means any jobs located in the buildings on your school campus. If your school has more than one campus, you can normally only work on the campus you study at. You can, however, work at other locations if you’re a teaching or research assistant, or if your work is related to a research grant. An on-campus employer can be your school, a faculty member, a student organization, a private contractor that provides on-site services, or even yourself if you run a business that’s physically located on campus. There is no limit to the number of hours you can work on campus. You can learn more about working on-campus here. Off-campus work If you meet all of the requirements for off-campus work, you may work up to 20 hours a week during regular school terms/semesters. During school breaks, such as winter or summer holidays, you’re free to work overtime or take two part-time jobs that add up to a higher than usual number of hours. Note you have to be a full-time student both before and after a break to qualify. This means the summer breaks before and after your study term are not included. You can find more information about off-campus work here. Internships and co-op placements Some study programs include work experience as part of their curriculum. If this applies to your program, you can apply for a co-op or intern work permit as long as you meet these requirements: You have a valid study permit Work is required to complete your program of study in Canada You have a letter from your school that confirms all students in your program need to complete work placements to earn their degree Your co-op or internship makes up less than 50 per cent or less of your study program During COVID, the Canadian government has made some exceptions for remote co-ops and internships. You can learn more about these here. Tips for working while studying in Canada Plan your schedule well. Between work and school, it can be easy to overcommit yourself– especially in your first year of study. It may be best to give yourself some time to adjust to your new schedule before seeking out additional work. Look for opportunities aligned with your field of study or ones that allow you to develop new skills (such as improving your English or French!). Jobs can have more benefits than just making money. Take this opportunity to learn outside the classroom and even make some valuable connections in your field. Consider future employment prospects with your employer. Canadian companies often offer full-time jobs to former interns or employees they’ve already worked with on a part-time basis. Use your co-op or part-time gig as a chance to get your foot in the door. Network in the workplace and ask your manager to give you a referral on LinkedIn to show future employers you’re a valuable asset to their team. In Canada, many positions are filled through recruiters networks, so building your network will be key to hearing about job opportunities. Take this opportunity to meet others in your field. Even if they don’t end up hiring you down the road, they may know someone else looking to fill a position. Be proactive. Don’t be afraid to ask your manager for additional opportunities or express your interest in working on a particular project. If you don’t ask, you don’t get! Ask for help when you need it. Canadian companies tend to be very team-oriented and encourage employees to ask for help when they need it. Asking a colleague or manager for help can be a learning and networking opportunity. Working while studying in Canada is a great way to make the most of your study permit. Finding the right job, internship, or co-op placement gives you an opportunity to learn new skills, make valuable connections, and further define your future career goals. Get access to more career resources and tips for international students by downloading the Arrive app. Original full article located here, published with edits by Arrive.

Fat: why are we so confused about whether or not we should include it in our diet?

You’d be forgiven for being confused about whether or not you should eat fat. For a long time, people were told to stay well away from it entirely. But lately, fat seems to be back on the table – but only certain types of fat. With so many conflicting messages about which types of fat to eat, it’s no wonder many people are confused about whether or not they should it. Here are just a few reasons why the advice about fat is so confusing – and how much fat you should really eat. Some fat is essential in our diet as it gives us energy and helps us absorbs certain vitamins, including vitamin A, D and E. But there are many different types of fats and eating too much of certain types can be harmful to us. Unsaturated fats (also called monounsaturated or polyunsaturated) are known as “good” fats and are important for helping us lower cholesterol and keep our heart healthy. Unsaturated fats can be found in foods such as avocados, olive or peanut oils, and fish. But saturated fats can be bad for us when eaten in excess, and can raise cholesterol and increase risk of heart disease. Trans fats can also increase cholesterol levels. Foods that contain saturated and trans fats include butter, cheese, bacon, biscuits and fried foods. Fat is important Many health authorities worldwide agree fat is an important part of a healthy diet – but that we should only get so many calories daily from fats. The World Health Organization (WHO) recommends people get no more than 30% of their daily calories from fat – of which only 10% of daily calories should be from saturated fats, and less than 1% from trans fats. The UK’s recommendations are much the same, limiting saturated fats to only 10% of our daily calorie intake – around 30g per day for men (around 270 calories) and 20g for women (around 180 calories). But in Europe, health recommendations suggest fat should comprise between 20-35% of our total daily calories. There’s also no recommendations for how many calories should be from saturated or trans fats – just that these should be limited. In the US, people are only advised to limit saturated fat intake to less than 10% of daily calories. So while there seems to be agreement in how much fat people should eat, the slight variations in these recommendations – as well as variations in how much of certain types of fat we should eat – might explain the confusion over whether or not we should eat fat and how much of it we should eat. Misleading advice If all the different recommendations weren’t confusing enough, there’s also a lot of information out there that’s either too simplistic or incorrect. This makes the recommendations about eating fat all the more complicated. For example, the Joint British Societies (which publishes recommendations to help people reduce their risk of cardiovascular disease) recommends that only around 10% of a person’s total fat intake should come from saturated fats. As typically we consume 30-40% of our calories from fat, and international and government bodies recommend that around 30% of daily calories should come from fat, limiting saturated fats to 10% of this would mean they’d make up only 3% of our day’s calories. This would amount to little more than about 7g of saturated fat -– around two teaspoons of butter. This differs from many other recommendations – such as from WHO – which states 10% of all the calories people eat daily should come from saturated fats. It’s also unclear whether such a strict restriction of saturated fats would have any benefit and would be difficult for many people to achieve as a variety of healthy foods – such as olive oil – can also contain saturated fats. There’s also a lot of advice that’s too simplistic, which can be inadvertently misleading. For example, one tip the British Heart Foundation recommends for swapping saturated for unsaturated fats is to use a spray oil or measuring oils, instead of just pouring it straight from the bottle. But this doesn’t account for the fact that different types of oil have different saturated fat levels. Sunflower oil, for example, is already low in saturated fat, so using less would significantly reduce calories but only modestly reduce saturated fat levels. Other advice from the British Heart Foundation includes avoiding frying foods and switching to semi-skimmed milk. But focusing on methods that have a minimal effect on saturated fat levels can make it more confusing to know which foods (and fats) to avoid. The easiest way to avoid saturated fats is avoiding foods like pies, cakes and biscuits. These foods are high in saturated fats and tend to be the greatest sources of them in most peoples’ diets. Getting the right amount Research suggests that we should get around a third of our energy from fat – two-thirds of which should be unsaturated fats. Of course, certain food sources will contain different types of fats, and different levels of fats. For example, avocados and pies are both high in fat. But avocados are high in healthy monounsaturated fats, which are good for heart health and can lower cholesterol. Pies, on the other hand, are high in saturated fats, which can be bad for your heart and cholesterol levels. The easiest way to make sure you’re eating enough of the right fats is to avoid foods that contain saturated and trans fats – such as butter, hard cheeses, pies, biscuits, pastries, cakes, processed meats and crisps. These foods are also high in salt, carbohydrates and sugar, so can also have other health harms such as increasing risk of high blood pressure. Instead, try including sources of healthy fats – such as avocados, olive oil, nuts and fish. This will ensure that you’re not only getting enough fat in your diet, but that you’re getting the right kind of fats (around 75g a day for women and 90g for men).

MEDIA RELEASE: CAA poll finds more than half of Ontarians admit to driving dangerously

A recent survey conducted on behalf of CAA South Central Ontario (CAA SCO) indicates that 55 per cent of Ontario drivers admit to engaging in unsafe driving, while 95 per cent say they have witnessed dangerous driving from other motorists. Some of the most common dangerous driving behaviours over the last year include speeding, distracted driving, unsafely changing lanes and aggressive driving. The survey also identified that many motorists in the province are unaware that some of these dangerous driving behaviours are considered stunt driving. According to the survey, only 24 per cent of Ontario drivers are aware of all the offences that account for stunt driving. “Many motorists think stunt driving is just a combination of excessive speeding and doing reckless tricks, but it also includes aggressive behaviours such as road rage and weaving through traffic,” said Raymond Chan, manager of government relations at CAA SCO. “These reckless actions behind the wheel can have serious consequences and should never occur on our roads, especially in residential areas and community safety zones.” As of July 1, 2021, increased stunt driving penalties have been implemented in Ontario under the Moving Ontarians More Safely (MOMS) Act. Drivers will now face longer vehicle impoundments and may be charged with stunt driving when traveling in excess of 40km/h on roads where the posted speed limit is under 80km/h. As well those who drive 50km/h or more over the posted speed on roads where the speed limit is 80km/h or more, can result in stunt driving charges. Further penalties are expected to come into effect in Fall 2021, including longer licence suspensions and new escalating sanctions for repeat offenders. Of those surveyed, three quarters (74 per cent) agree that stricter penalties and increased fines for stunt driving would help discourage drivers from driving dangerously. “When you engage in stunt driving, it could cost you your driver’s licence, your car, and most importantly, your life or the lives of others,” said Chan. “As we continue to see increased pedestrian and cycling traffic during the summer months, our hope is that tougher penalties will curb driver’s impulse to drive dangerously and help contribute to safer roads for everyone.” The poll, commissioned by CAA SCO and conducted by Campaign Research between March 15th to 22nd, 2021, surveyed 1,504 Ontarians that hold a valid driver’s licence through online surveys. A probabilistic sample of a similar size would have a margin of error of plus or minus 2.5%, 19 times out of 20.

Over 2850 people supported by eye health education and vision screening delivered by Villa Vision

“Aston University and Aston Villa Foundation have a strong social purpose and the successful delivery of Villa Vision in our local schools demonstrates this perfectly. Eyesight problems shouldn’t hold any child back.” Jack Dromey, MP for Birmingham, Erdington The Villa Vision initiative is raising awareness of the importance of eye health to children in schools and individuals in local community setting It is a joint project between the Aston Villa Foundation, Aston University’s Optometry School and optical lens supplier Essilor Vision for Life Jack Dromey, MP for Birmingham Erdington, visited Aston University campus to learn more about it Jack Dromey, MP for Birmingham Erdington, visited Aston University campus on Friday July 23 to learn about a unique initiative to deliver good eye health to communities in Birmingham. Villa Vision, a joint project between the Aston Villa Foundation, Aston University’s Optometry School and optical lens supplier Essilor Vision for Life, aims to benefit the local community through the provision of free eye care and to raise awareness of the importance of eye care for all. Pupils from the poorest backgrounds are more likely to suffer from uncorrected vision problems. Left untreated, vision problems may result in the need for more learning support at school and can lead to health and vision consequences in later life. Aston University worked alongside the Aston Villa Foundation and Citizens UK to listen to the local community, which identified that children and adults in the local area face a number of challenges when it comes to accessing eye care, including a lack of parental support, awareness, accessibility, language barriers and a misconception about cost. In addition, it has been shown that children from less affluent areas are nearly 30% less likely to have an eye test than children from more affluent areas, with this number significantly increasing among adults. Funded by the Premier League and the Professional Footballers’ Association (PFA), the project is designed to fill a crucial lack of knowledge surrounding the importance of having an eye test and how preventative measures can ensure, among a host of benefits, a lifetime of good vision. The Villa Vision team is delivering a programme of eye-health awareness lessons in the classroom, as well as free vision and colour vision screening, followed by a more comprehensive eye test and free glasses to those children who require them, using a fully operational custom-designed mobile eye care unit. So far, the initiative has engaged with over 1750 local children and adults through classroom workshops and have vision and colour vision screened around 1100 local primary aged children. Jack Dromey, MP for Birmingham, Erdington, said: “Aston University and Aston Villa Foundation have a strong social purpose and the successful delivery of Villa Vision in our local schools demonstrates this perfectly. Eyesight problems shouldn’t hold any child back.” “Poor vision can often go unnoticed, particularly amongst children so Villa Vision will provide the opportunity for children to have a free vision screening check at school. In addition to this, for those children requiring further investigation the initiative will also provide a full eye examination and glasses if required for free using a fully equipped mobile eyecare unit.” Nikhil Sonpal, Villa Vision project manager and optometrist said: “Children may not always recognise whether there is something wrong with their vision and it is particularly damaging if vision problems go undetected. “We understand that, particularly in more deprived communities, many children and adults may face a number of significant challenges and barriers when it comes to accessing eye care services,” Mr Sonpal added. Dr Angela Jeffery, director of regional strategy at Aston University, said: “Engaging with communities on Villa Vision has provided insights into the challenges local people face and helped to shape Aston University’s Civic Agreement.” “Our approach to public engagement draws on innovative community-facing activities across the University and we are constantly developing new and exciting ways of engaging with the public and look to the diverse communities around us to contribute, collaborate and coproduce initiatives with us.” Professor Leon Davies, professor of optometry and physiological optics and head of the School of Optometry at Aston University said: “We are delighted to be working with Aston Villa and Essilor to share our clinical and research expertise in providing evidence-based eye care. “Designed for our region, Villa Vision will benefit our local community through the provision of free eye care and by raising awareness of the importance of eye health for all.”

Breaking barriers: doctoral student helps document breastfeeding challenges for Black mothers, shares their voices — and finds her own

A photo speaks louder than words. That’s the proverbial premise behind the Savannah H.O.P.E. Photovoice Project, a visual, community-based research project led by Georgia Southern University researchers that helps identify social, cultural and physical barriers that Black mothers in Chatham County face while breastfeeding. The project won a 2021 Health Innovation Award from Healthy Savannah. As part of a Centers for Disease Control and Prevention’s $3.4 million grant, Healthy Opportunities Powering Equity (H.O.P.E.), the localized project allows those who seldom have the chance to voice their concerns share their experiences with the hope of creating social change. Double Eagle Christina Cook (’16,’19) has assisted Savannah H.O.P.E. Photovoice Project lead Nandi Marshall, DrPH, associate professor in the Jiann-Ping Hsu College of Public Health (JPHCOPH) and associate dean of Academic Affairs, for the last three years. First serving as the JPHCOPH graduate assistant while completing a master’s in public health and now as Marshall’s graduate assistant in the public health doctoral program, Cook has taken pride in helping others amplify their voices. In turn, she found her own. “Personally, what this has done for me is solidify my direction,” said Cook. “As someone who likes to navigate a lot of different paths, and someone who is an intuitive and does-this-feel-right type of person, doing the work has really led me down the path of what I want to do because I am very committed to a sense of justice.” The photovoice method, a groundbreaking visual research methodology that empowers marginalized individuals to document their experiences and communicate their concerns, was utilized, as participants captured images that represent local breastfeeding barriers. Some snapped shots in corporate settings and public areas without access to breastfeeding areas, while others hinted at a lack of family support or pushback based on cultural norms, captured with photos in familial surroundings. “A lot of them are physical barriers,” said Cook. “There is just not a space available. It was really surprising. Even in churches, one of the moms said that whenever she would go to church the only place for her to go was the bathroom. Or someone was ushered into the office to nurse there. “The other ones have been sociocultural like this is something that Black people don’t do or what family members would say. Or going into a public park and people just staring at the moms while they breastfed.” Sessions facilitated by Cook and Marshall allowed participants to talk about the photos, their perspectives and ideas for change with one another to help guide resolutions to overcome barriers for improved local breastfeeding equity. Marshall praised Cook’s integral role in the project. “She is by far an essential team member,” said Marshall. “Her involvement in community-based, participatory research allows her to implement her classroom knowledge while building on skills that will allow her to continue the work of achieving health equity when she graduates. Truly understanding how to engage communities and ensure they not only feel supported but cared for, is a skill that can’t be taught in the classroom. It comes from showing up, by being authentic, being present and keeping the needs of the community in the forefront. Christina continues to show up time and time again. She has proven to be invaluable and a tremendous asset in improving the health outcomes of the communities we work with.” If you are a journalist looking to learn more about the Savannah H.O.P.E. Photovoice Project led by Georgia Southern University and would like to connect with Double Eagle Christina Cook or Nandi Marshal - then let us help.  Simply  contact Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.

UMW professor discusses challenges of delivering vaccines through the ages on 'With Good Reason' Radio

If you thought today’s walk-up and drive-thru clinics to get vaccinated for COVID-19 were a lot of work, imagine how vaccines were safely transported across the Atlantic, without deep freezers or jets? Recently, UMW Professor of History and American Studies Allyson Poska was asked by 'With Good Reason' Radio - and the Centers for Disease Control and Prevention - to lend her expert opinion on the history of vaccines and the challenges the world has had trying to keep the public healthy and inoculated. Over two centuries ago, as the Spanish Empire embarked on the first-ever vaccination campaign against smallpox, "getting shots into arms" had an entirely different meaning. And government authorities back then faced as many challenges with promoting vaccinations as they do today.  The First Vaccine Allyson Poska (University of Mary Washington) There’s been a lot of coverage about the challenges of distributing the Covid-19 vaccine. How do we get it to distant areas? How do we use a whole vial before it expires? What about the special refrigerators needed to keep it cold enough? But these problems seem minor compared to the very first vaccine distribution in the early 1800s. Historian Allyson Poska shares the story of 29 orphan boys who crossed the Atlantic Ocean as live incubators for the smallpox vaccine and what lessons we can learn from this early campaign.  July 21 - With Good Reason This is a fascinating topic, and if you are a journalist looking to cover this topic, then let us help. Dr. Allyson Poska is available to speak with media regarding this subject - simply click on her icon now to arrange an interview today.

Experts in the media – Georgia Southern’s Christopher Hendricks talks about the ‘Contextualizing the Confederacy in Georgia’ and if it’s possible

Arguments, debates and protests have been taking place across America with regard to monuments and statues memorializing historical figures from the Confederate army. It’s a topic that has captured the attention of Americans from across the country and especially those from the America’s Southern states. Recently, Georgia Southern University’s Christopher Hendricks, Ph.D., was featured in the news giving his expert perspective on the topic and how America might provide the context behind these moments representing American history. “I think that telling the full story always is a good idea,” said Dr. Christopher Hendricks, a history professor at Georgia Southern University. Hendricks studies early American history and historic preservation. He suggested that we should put the monument into context rather than remove it. “It’s really important to put these things into context,” Hendricks said. “Particularly if you are going to leave them here.” He said that he believes signage explaining the origin and evolution of the memorial would help to establish the monument as a more neutral historical artifact. July 11 – ABC News This is an important topic and if you are a journalist looking to know more about this subject – then let us help. Christopher Hendricks, Ph.D., history professor at Georgia Southern University, is an expert in the areas of early American history and historic preservation. Hendricks is available to speak with media about this topic – simply click on his icon now to arrange an interview today.

Aston University secures £2.2m grant to reduce carbon footprint

“The projects that we are investing in at Aston University are expected to save in the region of 2.2 million kWh annually, which will save around 430 tonnes of carbon dioxide equivalent.” Andrew Bryers, Sustainability Manager Aston University £2.2m funding awarded to Aston University by Phase 2 Public Sector Decarbonisation Scheme Public sector being supported in taking a whole building approach to decarbonisation Aston University projects will save around 430 tonnes of carbon dioxide equivalent Aston University has been successful in its bid for a government grant of over £2 million to reduce its carbon emissions. The £2.2m funding has been awarded by the Phase 2 Public Sector Decarbonisation Scheme (PSDS) managed on behalf of the Department of Business, Energy and Industrial Strategy (BEIS) by delivery partner Salix Finance. The scheme supports the public sector in taking a 'whole building' approach to decarbonising their estates. It puts the sector at the forefront of decarbonising buildings in the UK, placing it in a leadership role to create exemplar projects in communities that pave the way to help the country meet its carbon budgets and net zero commitments. The grant funding secured by Aston University will be invested in a variety of carbon reduction projects including: Andrew Bryers, sustainability manager at Aston University, said: “One of the greatest challenges today in meeting the UK’s 2050 net zero target is decarbonising the way buildings are heated. In fact, most of the buildings in the public sector still rely on fossil fuel-based heating and as these heating systems approach the end of their working lives it is an ideal opportunity to transition to low carbon heating.” “The projects that we are investing in at Aston University are expected to save in the region of 2.2 million kWh annually, which will save around 430 tonnes of carbon dioxide equivalent.”

Aston University celebrates launch of first wave of Institutes of Technology

"There remains a significant national skills shortage for engineering and we are pleased to be helping to address this through the provision of courses for young people wanting to progress to higher technical education, adult learners and people who want to develop their engineering skills." Professor Sarah Hainsworth Pro-Vice Chancellor and Executive Dean of the College of Engineering & Physical Sciences Aston University Institutes of Technology (IoTs) are collaborations between further education (FE) providers, universities and employers IoTs focus on the specific technical skills needs required in their local area They provide employers with a skilled workforce and students with a clear route to technical employment Aston University is joining in a nationwide celebration to mark the launch of the first wave of 12 Institutes of Technology on Thursday 8 July. Institutes of Technology (IoTs) are collaborations between further education (FE) providers, universities and employers. They specialise in delivering higher technical education (at Levels 4 and 5 – equivalent to the first and second year of a degree) with a focus on STEM (science, technology, engineering and mathematics) subjects, such as engineering, digital and construction. IoTs focus on the specific technical skills required in their local area. They will provide employers with a skilled workforce and students with a clear route to technical employment. By bridging skills gaps, these new institutions will drive growth and widen opportunity. Gillian Keegan, minister for apprenticeships and skills, said: “Institutes of Technology are the pinnacle of technical education, helping to develop the highly-skilled talent pipeline employers will need for the future. “By bringing together Further Education colleges, universities and businesses, Institutes of Technology are unique partnerships which will help to tackle skills shortages in vital sectors, from marine engineering to healthcare, cyber security to agri-tech. “Institutes of Technology are also playing a vital role in our multi-billion Plan for Jobs, which is helping to level up opportunities and support people to get the skills they need to get good jobs as we recover from the pandemic.” The Greater Birmingham and Solihull IoT has brought together the most innovative education providers within the Greater Birmingham and Solihull Local Enterprise Partnership area with leading industry stakeholders to create a powerhouse for advanced manufacturing and engineering. The consortium is led by Solihull College & University Centre, Aston University and Birmingham City University, working alongside South and City College Birmingham as a core partner and supported by BMET College, University College Birmingham and the University of Birmingham. The partnership will jointly design, develop and widen education and training opportunities aligned to the latest skills needs of leading-edge employers and the local, regional and national economy. The group will target under-represented learners, facilitating clear opportunities for progression from school to high-level occupations. In this new video, partners and employers explain what the IoT means to them: The following passage was included in the recent Government Skills for Jobs white paper, with the GBS Institute of Technology highlighted as an example of good practice: Government Skills for Jobs white paper Building work has started on the GBSIoT Hub at Aston University. It will be completed at the end of 2021 and will be an innovative hub, providing a fabulous resource for students and learners from across the region. Andy Street, mayor of the West Midlands, said: “The Greater Birmingham and Solihull Institute of Technology is all about two things: economic growth and prosperity. The Greater Birmingham and Solihull Institute of Technology is going to give us wonderful new skills in the sectors of the economy that are really growing fast here.” Professor Sarah Hainsworth, pro-vice chancellor and executive dean of the College of Engineering & Physical Sciences at Aston University, said: “We are delighted to be working with our partners on the Greater Birmingham and Solihull IOT for Advanced Manufacturing. It has been really exciting to see the work progressing on delivering the new Hub for students and learners on the campus at Aston University. "There remains a significant national skills shortage for engineering and we are pleased to be helping to address this through the provision of courses for young people wanting to progress to higher technical education, adult learners and people who want to develop their engineering skills. "The Hub will be home to a new cyber physical manufacturing rig which will create a simulated working environment linked to advancing Industry 4.0 technology and state of the art digital facilities and I really look forward to when it becomes the new home for our IoT students.” Find out more about the Greater Birmingham and Solihull Institute of Technology at www.gbsiot.ac.uk